Author(s)

Xu Gao ¹

Affiliation(s)

¹ School of Marxism, Hubei University of Automotive Technology, Shiyan, Hubei, 442000, China

Corresponding Author

Xu Gao

ABSTRACT

Group discussion and group homework belonging to small-group learning are thought to be powerful asset in the toolbox of instructs. There are numbers of research study the design of homework assignments to improve students' group performance. However, research on tailor the assignments to students after a group discussion is limited. This study examines the students' achievement and their perceived learning after group discussion in two task situations: doing homework in group and in individual. The findings revealed that even after a group discussion in the class, a group assignment is also needed to improve students' learning performance and their perceived learning. In addition, there were differences in the effects of group work on students' performance in two types of homework, that is group assignment functioned more effectively in concept-oriented task than case-oriented task. The findings of this study have guiding and practical implications for educational practices to assign students' homework after discussion in the class.

KEYWORDS

Homework Assignment, Group Discussion, Small-Group Learning, Perceived Learning

CITE THIS PAPER

Xu Gao, Research on the Effect of Post-Group Discussion Assignments on Learners. Transactions on Comparative Education (2024) Vol. 6: 166-172. DOI: http://dx.doi.org/10.23977/trance.2024.060225.

REFERENCES

[1] Chung, C., Hwang, G., & Lai, C. (2019). A review of experimental mobile learning research in 2010–2016 based on the activity theory framework. Computers & Education, 129, 1-13. 
[2] Kohr, R. L., & Games, P. A. (1974). Robustness of the Analysis of Variance, the Welch Procedure and a Box Procedure to Heterogeneous Variances. Journal of Experimental Education, 43(1), 61-69
[3] Portnov-Neeman, Y., & Barak, M. (2013). Exploring Students' Perceptions about Learning in School: An Activity Theory Based Study. Journal of Education and Learning, 2(3).
[4] Seabi, J., Cockcroft, K., & Fridjhon, P. (2009). Effects of Mediated Learning Experience, Tutor Support and Peer Collaborative Learning on Academic Achievement and Intellectual Functioning among College Students. Journal of Psychology in Africa, 19(2), 161-167
[5] Kurucay, M., & Inan, F. A. (2017). Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Computers & Education, 115, 20-37. 

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education